Kids Piaget From Birth To Death

6/9/2014
Kids
William H. Knapp III
General Psychology (21)
Piaget From Birth To Death
Sensorimotor (1st)
• Sensory development
– Distinguish between language
sounds, familiar faces, depth.
• Motor development
– Gain control of reflexes
– Redo what occurred by
accident
• Cognitive Development
– Object Permanence
– Early symbol use
• Baba means ?
Preoperational (2nd)
• Learning to operate on
symbols
– Play doctor
• But problems with logic make
simple operations difficult.
– Animism
– Egocentrism
– Problems with conservation
• Increased sensory and motor
functioning too, but basics are
in place.
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Piaget From Birth To Death
Concrete Operational (3rd)
• Regularly operating on
symbols.
– Mastery of simple operations.
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Order
Categorization
Reversibility
Conservation
Decentration
– Problems with more abstract
• Abstract logic
– Algebra
Formal Operations (last)
• Mastery of concrete
operations.
• Gaining fluency/mastery of
abstract.
– Thought experiments.
• Continues through adult
life.
– Not all adults master formal
operations.
• Hypothetical
Piagetian Problems
• More variability in ages.
• Not all skills develop in order.
• Some evidence of ‘higher’ skills present in
earlier stages.
• Overall, ideas about progressive development
useful!
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Brain Development
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Most rapid development in utero.
Almost all neurons present at birth.
Age 2 80% of adult volume.
First 3 years neurons connect
Beyond connections are trimmed
– Practice makes permanent
– # Connections: 8 months ≈ 18 years
– New connections can be made
Critical Period
• Given
– Stage like progression
– Neural development
• Critical periods seem plausible
• Evidence For
– Congenital Cataracts
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Feral Children
• Wild children
– Grow up without human contact
Oxana Malaya
• Extremely rare
• Neglected children
– Grow up with limited human
contact
• Much too common
http://video.nationalgeographic.com/video/player/national-geographicchannel/all-videos/av-2340-3040/ngc-feral-children.html
Critical Period Hypothesis
of Language Development
• If you aren’t exposed to language before a
certain time, you won’t develop language.
• Evidence for:
– Feral children have difficulty developing language.
• Evidence against:
– Feral children have difficulty developing language.
• Can develop language with right training.
– Exposed early but no practice.
• Also show difficulties
Helen Keller
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Critical Period Myths
• Based on neural development:
– Need to expose kids under 3 to more stimulation.
– Time after 3 less important.
• Some evidence for critical periods
confounded.
– Can’t learn language because.
• Not around language during ‘critical period’ OR
• Not motivated to learn because self-sufficient
– Americans in Turkey
Parenting Strategies
Baumrind
• Authoritarian
– Caregiver decides.
– Input from child ignored/punished.
• Authoritative
– Caregiver and child decide.
– Input from child evaluated and considered.
• Permissive
– Child primarily decides.
– Parent supports child’s decision.
• Neglectful (Maccoby & Martin, not Baumrind)
– Child decides.
– Parent not around.
Different strategies could work better in different environments.
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My thoughts on what
children need to learn.
• How the world works.
• How they fit into the world.
• How their actions affect the world.
– Causation
– Appropriateness
• Self-control
• Independence
Let’s look at how
different types of
parenting styles
influence these.
What do the kids learn
from their caregivers?
• Authoritarian.
– I have no control over my actions.
– I’m important (Maybe).
• Authoritative.
– I control my actions, but I can’t do whatever I want.
– I’m important.
• Permissive:
– I have full control and can do whatever I want.
– I’m important (Maybe).
• Neglectful:
– I have full control and can do whatever I want.
– I’m not important.
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Other parenting styles.
• Not necessarily mutually exclusive!
• Concerted Cultivation
– Kids develop best through organized activities
• Music lessons
• Sports…
• Not necessarily authoritarian
• Slow Parenting
– Kids develop best exploring at their own pace
• Not necessarily permissive
• Montessori schools similar educational style
Self-Esteem
• Feelings we have about oneself.
• Perceived value/worth of oneself.
• Can vary
– I’m stupid
– I’m pretty smart
– I’m the smartest person in the world
• Importance: Correlated with
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Happiness
Success
Creativity
Success
Well-being
Both negative and unrealistically
high positive self-esteem can
pose problems.
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Encouraging Realistic
Positive Self-Esteem
• Modeling
• Realistically reward effort and
accomplishment
– It makes me proud when you try hard.
– Trying is all that matters.
• Unconditional acceptance
– I might not like that you did X, but I still love you.
• Parenting styles?
Evaluating Ways to
‘Ruin Your Teenager’s Life’
• How do these fit in with what we’ve learned?
– Give children responsibilities.
– Pay attention to their education.
• Care about their grades.
– Limit their freedoms.
• Dress, Friends, Drugs, …
– Make the participate in them in family activities
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Morality
William H. Knapp III
Introduction to Psychology (22)
Morality
• Google Definition
– “standards of behavior or beliefs concerning what
is and is not acceptable”
• Related to ethics
– Application of moral principles that govern a
person’s or group’s behavior.
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Relatively Moral Moral Relativism
• Moral judgments are not universal.
– Right for me = Wrong for you
• Need to understand environment in which
moral decisions occur and person making
them.
Baked Goods (not real)
http://urbantitan.com/cannib
alism-at-the-bakery-see-foryourself/
Overwhelming Moral Consensus
• Don’t Murder!
– Abrahamic Religions
– Buddhism
– Hinduism
– Atheists
– Nazis (§ 212 StGB)
– Countries
– My Mom
– Me
WHY?
Before we answer this, what
makes something wrong?
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Kohlberg Stages of
Moral Development
• Preconventional
– It’s wrong if you get caught.
• Conventional
– It’s wrong because XYZ said so.
• Postconventional
– It’s wrong because I believe…
– Not everyone gets here
What type of morals do you think this
policeman thinks you should have?
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How about this guy?
Why so much conventional thinking?
Convenient Convention
• Social Stability
• Economic Stability
• Peace?
But…
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Conventional Injustice
Humans enact unjust laws and fight
unjust wars with good intentions.
Where do these “good”
intentions come from?
Maslow’s Hierarchy
Growth Needs
Motivated by desire
to reach potential.
Deficiency Needs
Humans will
do a lot to have
them met.
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Murderous Motives
Murder
Maybe
Insane
Be a better killer???
Envy
Alliances and Respect
Murder
Not Insane
Self Defense
Resource War
Justifiable
Homicide
Be all that you can be.
Moral Dilemmas
Typical
Response
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Dual-Process of Moral Judgment
• Utilitarian Morality
– Provide Most Benefit
• Emotional Morality
– Stronger
– Driven by feelings
Same Utility
Why Different Emotions?
A Moral Molecule?
• Oxytocin
– Secreted during (positive situations)
• Breast feeding
• Orgasm
– Linked to
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Empathy
Trust
Generosity
Memory (better social learning)
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